Peer feedback. Classroom experience
Abstract
Peer feedback promotes opportunities for dialogue and student autonomy over their learning, although recent studies reveal that this type of feedback is rare. To know what the perception of the Escuela Superior de Cómputo students of the Instituto Politécnico Nacional was during the peer feedback on a system prototype developed in the learning unit Formulation and evaluation of computer projects, as well as to identify the impact that said activity had on their learning, this exploratory research was designed with the participation of one hundred eigth students, during January - June 2023. The results show that only 78% of the students provided feedback to their classmates and of these, 88% considered that they did so with an assertive attitude. and purposeful. 21% stated that they prefer not to provide feedback for fear of being judged, criticized or disqualified. When receiving feedback, 56% experienced feelings of security, 26% considered they were defensive, 20% felt unmotivated; 73% easily accepted feedback from their colleagues while 27% did not find it easy to accept it. The exploratory research shows that peer feedback served to improve or correct some elements of the evaluated prototypes; Thus, educational quality will be increased for the benefit of students and society. Students do value the contributions of their peers; however, we must work on negative emotional aspects such as fear or insecurity and emphasize the positive impact that feedback has on their learning process.
Downloads
References
Álvarez, G. y Difabio, H. (2020). Retroalimentación entre pares un taller virtual de escritura de tesis de posgrado. Revista Apertura, 11(2), 1-12. http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/1540
Anijovich, R. y Cappelletti, G. (2020). La retroalimentación formativa: Una oportunidad para mejorar los aprendizajes y la enseñanza. Revista Docencia Universitaria, 21(1), 81-95. https://revistas.uis.edu.co/index.php/revistadocencia/article/view/11327
Calderón, M. (2020). Desafíos para la enseñanza y el aprendizaje en las prácticas progresivas en la formación de profesores. Una aproximación cualitativa en una universidad chilena. Profesorado Revista de currículum y formación del profesorado 24(2), 202-222. https://revistaseug.ugr.es/index.php/profesorado/article/view/14075
Canabal, C. y Margalef, L. (2017). La retroalimentación: la clave para una evaluación orientada al aprendizaje. Profesorado Revista de currículum y formación del profesorado, 21(2), 150-170. https://revistaseug.ugr.es/index.php/profesorado/article/view/10329
Castro, E., Hernández, H. y Cobo, R. (2016). Retroalimentación entre estudiantes pares: Consideraciones para su implementación en disciplinas de Ciencias de la Salud. Revista de Educación en Ciencias de la Salud, 12(2), 161-165. https://dialnet.unirioja.es/servlet/articulo?codigo=6289277
diNNgo Design Thinking en español. https://designthinking.es/apuntes-de-testeo-matriz-de-feedback/Video Design Thinking: Evaluar–malla receptora de información. https://www.youtube.com/watch?v=CIxG3-Dkxnw&list=RDLVCIxG3-Dkxnw
Guzmán, D. y Castillo, A. (2022). Cambios en el proceso de enseñanza aprendizaje: desafíos en la práctica docente desde análisis de carrera universitaria chilena. Revista Educación, 46 (1), 1-16. https://www.redalyc.org/journal/440/44068165027/44068165027.pdf
James, V. (2019). La escuela y el dilema del aprendizaje. En S. Dubrovsky, P. Enright, N. Filidoro, C. Lanza, S. Mantegazza, B. Pereyra, B. y V. Rusler (comps.), III Jornada de Educación y Psicopedagogía Encuentros y desencuentros entre la escuela y la Psicopedagogía (pp. 211-218). Editorial de la Facultad de Filosofía y Letras Colección Saberes. Buenos Aires.
López-León, R. (2021). La retroalimentación como formadora del pensamiento crítico: cuatro directrices. ArDIn. Arte, Diseño e Ingeniería, 10, 1-21. https://doi.org/10.20868/ardin.2021.10.4524
Lozano, F. y Tamez, L. (2014). Retroalimentación formativa para estudiantes de educación a distancia. Revista Iberoamericana de Educación a Distancia (RIED), 17(2), 197-221. https://www.redalyc.org/pdf/3314/331431248010.pdf
Moreno, T. (2021). La retroalimentación un proceso clave para la enseñanza y la evaluación formativa. México: Universidad Autónoma Metropolitana.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2020). Centro UC Medición-Mide. Evaluación Formativa: una oportunidad para promover los aprendizajes. Seminario web UNESCO. https://es.unesco.org/sites/default/files/paulina-flotts-mide-uc.pdf
Quezada, S. y Salinas, C. (2021). Modelo de retroalimentación para el aprendizaje: Una propuesta basada en la revisión de literatura. Revista mexicana de investigación educativa, https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662021000100225
Rochina, S., Ortiz, J.C. y Paguay, L. (2020). La metodología de la enseñanza aprendizaje en la educación superior: algunas reflexiones. Revista Universidad y Sociedad, 12(1), 386-389. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202020000100386
Tintaya, P. (2016). Enseñanza y desarrollo personal. Revista de investigación psicológica, http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2223-30322016000200005
Valdivia, S. (2014). Retroalimentación efectiva en la enseñanza universitaria. En Blanco y negro Revista sobre Docencia Universitaria, 5(2), 20-24. https://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/11388
Vargas, Z. (2009). La investigación aplicada: una forma de conocer las realidades con evidencia científica. Revista Educación, 33(1), 155-165. https://www.redalyc.org/pdf/440/44015082010.pdf
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
